Making DEIJ Conversations More Inclusive

I have frequently found myself in the midst of conversations, both professionally and casually, with people who had strong negative opinions about Diversity, Equity, Inclusion, and Justice (DEIJ) strategies or, at least, what they believed them to represent. This is a particular sticking point for individuals like me who are passionate about supporting DEIJ strategies and working towards achieving Systemic Equity™.

So, what is DEIJ?

DEIJ stands for Diversity, Equity, Inclusion, and Justice, and there are many variations, such as DEIB (Belonging), I-DEA (Access), DEI, and more. DEIJ encompasses various interpretations and definitions. However, at its core, it advocates for equitable treatment for all community members, regardless of their identity labels. This equity is upheld by comprehensive structures and a culture of inclusivity that ensures the agency of all community members and necessary restorative actions.

DEIJ strategies are increasingly being perceived by some as an identity, a set of positions and approaches that one either aligns with or opposes. This perception can trigger rejection from individuals who feel that it challenges their identity or accuses them of wrongdoing. For instance, activities that require people to “acknowledge their privilege” or identify as an “oppressor” or “oppressed” can be alienating to those who prefer not to be labelled or who navigate a complex intersection of potential labels. This rejection can lead to these individuals feeling disempowered in influencing DEIJ strategies, intentionally undermining them, or being left unsupported in their learning and participation.

Doesn’t this go against the core desires of DEIJ?

In short, yes.

While it may seem obvious and unassailable to say, “I have privilege,” “I am oppressed,” “We are an inclusive school,” or to ask, “How do you honor every child’s identity in your classroom?” these statements and questions have both implicit and explicit meanings that need to be examined. Reflection and defensive responses, though they should not be the endpoint, are understandable. For an international school to progress along its DEIJ journey, conversations and approaches must be inclusive of everyone at the respective stages of their journey without judgment or implied accusation so that we do not cause harm or exclude anyone from the process.

As we enter the 2024/25 academic year, many key players in international education, including major accrediting bodies, recruiting agencies, and a wealth of major international schools and networks, are explicitly incorporating DEIJ-adjacent strategies and rubrics into their processes and even their accreditation requirements. As such, it is crucial that we ensure DEIJ is presented in an invitational manner that honors individuals' identities while providing space for them to learn and understand how they can ensure their actions support an equitable and safe community.

Here are my top four tips to make sure conversations about DEIJ are inclusive:

1. Focus on processes, power structures, and outcomes.
   Terms such as “privileged” or “oppressed” can be used as results of processes but should not be used to label people. These and similar terms generalize people’s identities, which can lead to a strong and understandable rejection response from participants.
   
   
2. Present DEIJ as unique to the community using it.
   Help communities achieve DEIJ within their context. DEIJ is not an ideology; it promotes a greater variety of perspectives and actions. Remember: limiting interpretation causes rejection; contextualizing interpretation enables inclusion.
   
   
3. Focus on what can be achieved for the community, not judging the individual.
   DEIJ should be presented as an invitation, not an exclusion or character judgment. Use asset-based approaches focusing on what can be achieved, not deficit-based approaches focused on problems.
   
   
4. Make it clear that each community will experience DEIJ differently.
   The United States of America-centric backlash against DEIJ is making its way into the European discourse despite very different contexts. We must focus on the context in which we are working. The community creates DEIJ, not the media.

I have found that, though not a cure-all, paying attention to the approaches above can support conversations and learning. As is central to the idea of listening to diverse voices in DEIJ work, recognizing the different positions from which people are approaching DEIJ initiatives is crucial to them being involved and being a part of the journey.

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Daryl Sinclair works with educational organizations and school leaders as a DEIJ consultant and works part-time as an administrator at WABE International School, Germany.

LinkedIn: https://www.linkedin.com/in/darylsinclairgeography/
Website:  https://www.dsinclairwriting.com/